http://hdl.handle.net/2428/5944 Search the Channel search http://arrts.gtcni.org.uk/gtcni/simple-search http://hdl.handle.net/2428/14472 Title: A Shared Humanity. Using Literature To Develop The Global Dimension For Key Stage Four Pupils (And Above) In Northern Ireland: An Investigation<br/><br/>Authors: Hanratty, Brian<br/><br/>Abstract: This paper investigates the possibilities in using carefully selected literature to develop various aspects of the global dimension in the school curriculum for Key Stage Four pupils (and above) in Northern Ireland – and, by implication, for pupils at a similar stage in schools in the Republic of Ireland and Britain. The texts chosen for detailed scrutiny, and evaluation of their pedagogical potential, focus on three main themes – conflict resolution, postcolonialism and issues around diversity and interculturalism, and environmental issues; other relevant concerns, however, such as anti-racism, are also acknowledged. Before identifying a range of relevant texts, and providing detailed critical evaluation of a representative selection, the paper offers a quick sketch of some government and curricular initiatives focused on the global dimension, and glances, briefly, at the sometimes contested role which schools themselves can play in the global context. While acknowledging, also, the problematic relationship between cultural pursuits, including the study of literature, and ethical behaviour, emphasis is placed on the key significance of using a dialogical model of education when teaching literature. Although the main focus of the paper is an investigation of texts suitable for Key Stage Four pupils, it is argued, in the conclusion, that a range of appropriate literary texts can also be identified and utilised for younger pupils. Reference is also made, in the concluding section, to complementary research by the present author which reported on the classroom field-testing of some ‘Troubles’ literature similar to that identified in the current paper; in the earlier research, however, the target group was a representative selection of sixth-formers from across Belfast’s ghettoised communities, and the exclusive focus was conflict resolution. Tue, 06 Nov 2007 14:08:44 GMT http://hdl.handle.net/2428/13863 Title: Using Specialist Software for Qualitative Data Analysis<br/><br/>Authors: Odena, Oscar<br/><br/>Abstract: This paper is divided in four parts. The first part provides some background information on the analysis of non-numerical data, specifically the content analysis of text, including approaches such as ‘grounded theory’ and ‘recursive comparative analysis’. In the second section, the use of computers for qualitative data analysis is discussed, with particular reference to its general advantages and misconceptions. The third section outlines the possibilities of some specialist software programmes for qualitative data analysis (NVivoand MAXqda). Finally, an example of the use of specialist software in a recently completed research project is examined. Mon, 26 Feb 2007 22:58:59 GMT http://hdl.handle.net/2428/9763 Title: What We Talk about When We Talk about Education: the Private and Public Educational Talk of Teachers in Schools<br/><br/>Authors: McDermott, Kevin; Richardson, Fiona<br/><br/>Abstract: One of the central challenges for a school is the creation of a public discourse which expresses the shared purpose of the school community, without losing the multiple and different voices within the teaching staff. In this article we report on the generative potential of educational conversation, when it is structured around questions which allow teachers to reflect on their best teaching selves in past practice and to project those selves into future situations. We suggest that within the staff, the public relating of teaching narratives, and the reflective conversation to which they give rise, constitutes a public and collective form of enquiry into teaching and learning. We argue that reflective conversation is dependent upon critical listening, where the listener is open to what is being said, but is also prepared to ask questions that open up the topic of teaching and learning in ways that are revelatory for both speaker and listener. Sat, 26 Feb 2005 22:58:59 GMT http://hdl.handle.net/2428/9746 Title: The Chilver Report: unity and diversity<br/><br/>Authors: McMinn, Richard; Phoenix, Éamon<br/><br/>Abstract: This is a study of the abortive attempt by the direct rule Conservative government in the early 1980s to impose unity on the diversity of initial teacher education (ITE) provision in Northern Ireland (NI) through the work of the NI Higher Education Review Group, chaired by Sir Henry Chilver. Harnessing hitherto untapped archives, it shows how government was forced to bow to the divergent views and religious interests of Northern Ireland the society. This realpolitik was to produce a much less radical shake-up of ITE activity while leaving the Catholic sector essentially intact. The paper demonstrates the relevance of historical factors, the risks inherent in the failure to establish representative review bodies and the power and political adroitness of the Catholic Church at a critical juncture. The authors conclude that, in the political and social context of the 1980s, Chilver represented 'a bridge too far'. Sat, 26 Feb 2005 22:58:59 GMT http://hdl.handle.net/2428/8363 Title: Teacher Development and Educational Change: Empowerment through Structured Reflection<br/><br/>Authors: Ryan, Anne<br/><br/>Abstract: Reflection and change are pivotal themes in this paper, which outlines the rationale, methodology and principal findings of a research undertaking on teacher development in Ireland. The study was based on the premise that teachers’ practices are guided in large measure by a ‘tacit knowledge’ ofeducation, formed in response to personal and contextual factors. It was held that sustained teacher and school development relate primarily to acquiring an awareness of and engaging in ongoing reflection on this implicit theory. Participants were facilitated in structuring such reflection through images*/as subjective knowledge structures which capture their latent understandings of teaching and learning processes. It was an enlightening and empowering experience for the teachersinvolved, who, as a consequence, could both envision and initiate necessary improvements in their educational practices. The findings have notable implications for pre-service and in-service teacher education. Tue, 13 Feb 2007 14:34:20 GMT http://hdl.handle.net/2428/8333 Title: Irish Primary School Children’s Definitions of 'Geography'<br/><br/>Authors: Pike, Susan<br/><br/>Abstract: This research reviews a sample of 5th class children’s definitions of geography.It was carried out after the publication of the Revised Primary School Curriculum (Government of Ireland, 1999 curriculum) but before any staff development had taken place for the implementation of the this curriculum. Since the data was collected staff development for the 1999 curriculum ingeography has been timetabled for the 2005-2006 school year.The data collected revealed most children had a clear idea what geography was, with the majority of children, 97.3%, referring to one or more aspects of geography. Over half the children defined geography as being about themes and places. A clear emphasis on the learning of place names andfact learning came through in definitions. There were limited references to learning key ideas or concepts. Skills, with the exception of 'maps' were mentioned by few children. No child mentioned fieldwork. The definitions written by the children tended to reflect geography topics they hadcovered in school textbooks. The findings suggest areas of the 1999 curriculum that will be new to teachers and children and point to the challenges for the implementation of the curriculum. Sun, 26 Feb 2006 22:58:59 GMT http://hdl.handle.net/2428/8273 Title: Comparing Children's and Student Teachers' Ideas about Science Concepts<br/><br/>Authors: Kerr, Karen; Beggs, Jim; Murphy, Colette<br/><br/>Abstract: Children and teachers may not think in the same way about particular science concepts. Such parallel lines of thought can compound children’s confusion and misunderstanding as they learn science at primary school. The situation could be more acute when student teachers are teaching science, because of their limited experience of considering children’s ideas. This paper investigates children’s and student teachers’ ideas about certain science concepts: ‘animal’, ‘flower’, ‘living’,‘force’ and ‘energy’. The ideas and understandings of 96 children and 168 student teachers were explored. Results showed that the student teachers and children had similar ideas about ‘flower’and ‘animal’, whereas they evidenced very different responses to ‘living’, ‘energy’ and ‘force’. Implications for classroom practice are considered. Tue, 29 Aug 2006 22:58:59 GMT http://hdl.handle.net/2428/8272 Title: Maxine Greene and the democratic project in education: signposts for the Irish educational system<br/><br/>Authors: Murphy,Timothy<br/><br/>Abstract: This paper considers the work of philosopher Maxine Greene as it pertains to the democratic project in education, with a particular focus on the Irish educational context. The author considers the extent to which specific aspects of the educational concerns raised by Greene, with respect tothe realisation of the democratic project in the context of post-industrial hi-tech societies, might help to illuminate certain educational challenges that are currently being faced in hi-tech postmodernsocieties. Greene has been regarded as a luminary in the educational field, both within the United States and beyond. She is principally concerned with espousing a conception of the educational project that allows for the flourishing of human freedom. It is anticipated that aspectsof the Irish reality, especially in the wake of the Celtic tiger , might be able to resonate with certain aspects of the concerns raised by Greene. Sat, 26 Feb 2005 22:58:59 GMT http://hdl.handle.net/2428/8244 Title: Adapting science performance tasks developed in different countries for use in Irish primary schools<br/><br/>Authors: Kilfeather, Paula<br/><br/>Abstract: This article describes a four-year project undertaken to develop a set of performance tasks that could be used for assessing hands-on science in Irish primary schools. It begins by considering some of the literature on performance assessment and concludes with a discussion on the potential of the tasks to support teaching and learning in science. The main body of the article is structured to reflect the five phases of the research project itself. In phase one, science assessments used in a variety of educational systems in Australia, Canada, New Zealand, the United Kingdom and the United States were located and catalogued. In phase two, approximately 170 performance tasks were selected and adapted by the authors to suit the requirements of the Irish primary science curriculum. In phase three, a purposive convenience sample of teachers evaluated the extent to which the tasks (a subset of 67) were suitable for use at different grade levels. The teachers' feedback was used to amend tasks. In phase four, the researchers observed 11 different tasks being implemented in classrooms. The eleven teachers involved were interviewed about their experiences immediately afterwards. Again, based on the outcomes of this study, changes were made to the tasks. The fifth phase of the project, due to be completed in 2006, will involve the dissemination of 124 of the tasks to teachers via a booklet and a CD-ROM. Future prospects relating to other elements of the project such as Web-based resources, professional development courses and exemplars of performance are also discussed. Sun, 26 Feb 2006 22:58:59 GMT http://hdl.handle.net/2428/8155 Title: Education 2020 - Tiggers Like Everything<br/><br/>Authors: Montgomery, Sally Sun, 29 Oct 2000 22:58:59 GMT